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Do I Really Have to Teach Reading?

Content Comprehension, Grades 6-12

“Do I really have to teach reading?” This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is “yes.” If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.

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Description

Description

“Do I really have to teach reading?” This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is “yes.” If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.

Building on the experiences gained in her own language arts classroom as well as those of colleagues in differe...read more

“Do I really have to teach reading?” This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is “yes.” If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.

Building on the experiences gained in her own language arts classroom as well as those of colleagues in different disciplines, Cris Tovani, author of I Read It, but I Don't Get It, takes on the challenge of helping students apply reading comprehension strategies in any subject. In Do I Really Have to Teach Reading?, Cris shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. The book includes:

examples of how teachers can model their reading process for students;

ideas for supplementing and enhancing the use of required textbooks;

detailed descriptions of specific strategies taught in context;

stories from different high school classrooms to show how reading instruction varies according to content;

samples of student work, including both struggling readers and college-bound seniors;

a variety of “comprehension constructors”: guides designed to help students recognize and capture their thinking in writing while reading;

guidance on assessing students;

tips for balancing content and reading instruction.

Cris's humor, honesty, and willingness to share her own struggles as a teacher make this a unique take on content reading instruction that will be valuable to reading teachers as well as content specialists.

About the Author(s)

Cris Tovani taught first through twelfth grade for thirty-one years. Her entire career has been spent trying to figure out the “knowing-doing” gap. Researchers tell teachers what they should be doing, but actually doing it with 125+ students is a whole new ball game.

Table of Contents

1. Introduction: "I'm the Stupid Lady from Denver…"2. The "So What?" of Reading Comprehension3. Parallel Experiences: Tapping the Mother Lode4. Real Rigor: Connecting Students with Accessible Text5. "Why Am I Reading This?"6. Holding Thinking to Remember and Reuse7. Group Work That Grows Understanding8. "What Do I Do with All These Sticky Notes?"9. "Did I Miss Anything? Did I Miss Everything?"Last ThoughtsAppendixBibliography